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Editorial: The Heart of Learning: Embracing Reflection in Action: Bridging Practice, Purpose, and Progress

Jenny Kuban, MS
Grand Canyon University, Managing Editor JSE
DOI: 10.9743/JSE.2025.8.1.1

THRIVE Resilience Program for Teens: Examining Social Emotional Learning, Self-Esteem, and Perceptions of Harm Regarding Substance Abuse

Magen Branham, PhD, Alex Casteel, PhD, Elizabeth Moore, BS
Grand Canyon University

DOI: 10.9743/JSE.2025.8.1.2

Exploring the Intersection of Cognitive Therapy and Education

Katie Archer Olson, EdD, Alaska Pacific University

DOI: 10.9743/JSE.2025.8.1.3

Reflecting on the Impact of Growth Mindset Teaching on Reducing Disruptive Behaviors in a 5th Grade Classroom

Lily Skots, MAT, Summit Christian Academy

DOI: 10.9743/JSE.2025.8.1.4

Teacher Inclusive Practices for Students with ADHD

Heidi Phelps, M.D. Learning Disabilities, Saline Area Schools

DOI: 10.9743/JSE.2024.7.2.5

Reflecting on Staff Teaching Sex Education Curriculum to Students with Intellectual Disabilities

Shataria Branch, EdD, Colorado Technical University

DOI: 10.9743/JSE.2025.8.1.6

The Influence of Faith-Based Motivational Functions on Motivation to Volunteer: A Qualitative Descriptive Study

Brian A. Clark, Lynn M. Basko, Ed.D., Grand Canyon University

DOI: 10.9743/JSE.2025.8.1.7

The Journal of Scholarly Engagement (JSE) provides faculty with an academic outlet to document, share, and disseminate scholarship in Boyer’s domains/functions of discovery, teaching and learning, application and integration. The JSE features empirically-based and theoretical research articles, community engagement portfolios, professional profiles, and reflective practice manuscripts for faculty research across the disciplines and within the community at large, with special emphasis given to scholarly engagement in the scholarship of teaching and learning, scholarship of application and the scholarship of integration. Manuscripts must be supported with scholarly evidence, grounded in the relevant literature of the chosen topic. 

The goals of JSE are to:

  • Promote scholarship in the domains/functions of scholarship of application and integration.
  • Foster dialogue concerning faculty involvement in scholarly activities.
  • Enhance understanding of all of Boyer’s four domains/functions: application, integration, discovery, and teaching.
  • Promote practical knowledge that can inform both research and practice.

JSE is published in June and November of each year. Submissions are accepted on a rolling basis.

Open Access

JSE is an Open Access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of Open Access.

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Once an article has been accepted for publication, authors may post the accepted version of the article on their own personal website, department’s website or institution repository without any restrictions. When posting or re-using the article, authors must provide a link to the appropriate DOI for the published version of the article at JSE.

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JSE publishes only original manuscripts (i.e., manuscripts under review with another publication, previously published, or revised versions of previously published manuscript are not acceptable). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/int/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.

Authors must obtain all appropriate institutional and IRB approvals prior to submission.

Authors are responsible for the accuracy of references within the manuscript.

Indexing and Promotion

To facilitate article dissemination, JSE is indexed via: Directory of Open Access Journals (DOAJ)

Policy on Generative AI

As an academic journal, we recognize the potential benefits and ethical concerns of using generative artificial intelligence (AI) as a research tool. We believe that AI can serve as a valuable tool in assisting researchers with data analysis, authorship, and other research-related tasks. However, we also acknowledge the importance of ethical considerations when using AI in research. Our policy statement is grounded in the principle that AI should be used in ways that uphold ethical values such as fairness, transparency, accountability, and respect for individual rights: 

  1. Researchers must ensure that the data used to train the AI is representative and unbiased, and that the algorithms are transparent and explainable. Researchers should clearly document the methods and data used in their AI models, disclose any limitations or potential biases, and make their data and models available for scrutiny and replication.
  2. Researchers must obtain informed consent from participants before collecting or using any data and ensure that the privacy and confidentiality of individuals and their personal information are protected. 
  3. Researchers must be aware of the potential biases and limitations of generative AI and take steps to mitigate these issues. For example, they may need to consider using multiple AI models or combining AI with other research methods to ensure a more comprehensive and balanced analysis. 
  4. Researchers must be transparent about the use of generative AI in their research, including acknowledging its contributions in any publications or presentations. While AI should not be listed as a co-author, its use as a writing tool should be identified as an author note.

This journal supports the ethical use of generative AI as a research tool. We encourage researchers to follow these guidelines to ensure that their use of this technology is conducted in an ethical and responsible manner and contributes to the advancement of knowledge in their field. 

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

ISSN 2690-7283 (print)

eISSN 2690-7291 (online)

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